Self-monitoring procedures were effective in increasing the number of daily homework assignments completed by eight secondary level students with learning disabilities. A daily listing of all assignments given by regular classroom teachers was used. Goal setting and self-graphing of data appeared to increase self-monitoring effectiveness. (DB)

This study examined the homework practices of 48 students (ages 11-15) with learning disabilities and 48 nondisabled students. Although there were some similarities in homework practices of both groups, the students with learning disabilities engaged to a significantly greater extent in practices that interfered with homework completion.…